Improving The Quality of Elementary Education - in developing countries and India (especially post-RTE); equal learning opportunities for the poor and marginalized; insights gained from processes in India and South Asia. All this adds up to CHANGE - and the material here is meant for those sharing the adventure...

Sunday, October 17, 2010

These teachers really need to learn how to teach - HELP!

These images capture the teachers' attempts to generate the appearance active learning without actually teaching in this way (on a daily, regular basis). At least this is my reading of the pictures. What do you think? Are these teachers really running active classrooms where children will learn well? And what would you do if you were on hand to help the teacher?

Image 1

Such large groups - is there any scope of getting any work done?

And even the books cannot be opened fully.

Surely this is 'whole-class' disguised as 'group-work'?

Image 2

What can these children do other than listening to the teacher?

How can it be re-organized?

And what kind of activities would be appropriate for this age group?

Image 3

This teacher has three different age groups and no real clue about

what to do. What should he do?

Suggestions desperately needed.

Image 4

These children have clearly never had any real engagement in learning.

They are used to sitting like this for long durations, meekly doing nothing.

What would you do if you were a

CRC-BRC member visiting this school?

Image 5

This is the same school as in Image 4, only with a different and older group.

About Me

Former Educational Quality Advisor to MHRD, Government of India; developed the Quality Framework for the implementation of the Right To Education and Sarva Shiksha Abhiyan, India's EFA programme. Now, Principal Coordinator - Group Ignus, which comprises of IgnusERG (consulting company), Ignus-PAHAL (non-profit) and Ignus-OUTREACH (low cost educational publishing). Work on large-scale systemic change in education, advising state and national governments in Asia, developing appropriate models for vulnerable population groups, and improving the quality of governmental as well as NGO educational programmes. This involves improved curricula, textbooks, teacher training and capacity building at various levels. Also reaching out to teachers and grassroots functionaries making an effort to bring about improvement wherever they are, in whichever way they can.